Basic Education Students’ Attitudes in the Sultanate of Oman towards Learning Mathematics (Geometry) Using GeoGebra

Abstract

Background: Developing positive student attitudes towards mathematics is a central goal of contemporary mathematics education, given the well-established link between attitudes and achievement. In the Sultanate of Oman, ongoing curriculum reforms in basic education emphasize active learning, problem solving, and the integration of educational technology in classroom practice. Within this context, dynamic mathematics software such as GeoGebra offers promising opportunities to make geometry more visual, interactive, and meaningful for learners.

Purpose: This study aimed to investigate Grade Ten basic education students’ attitudes towards learning geometry using GeoGebra and to examine the relationship between these attitudes and students’ achievement in circle geometry.

Methods: The study employed a descriptive–correlational design embedded within a broader quasi-experimental study. The sample consisted of Grade Ten female students enrolled in basic education schools in the Sultanate of Oman. An attitudes towards learning geometry with GeoGebra scale was developed and validated, and administered after a GeoGebra-based instructional unit on circle geometry. Students’ achievement was measured using a researcher-developed test focusing on conceptual understanding and problem solving in circle geometry. Descriptive statistics, reliability analysis, and correlation coefficients were used to analyze the data.

Results: Findings indicated that students held generally positive attitudes towards learning geometry with GeoGebra across affective, cognitive, and behavioral dimensions. Students reported increased enjoyment, perceived usefulness, and confidence when working with geometric constructions and problems in the GeoGebra environment. The analysis also revealed a strong positive association between students’ attitudes and their achievement scores in circle geometry, suggesting that more favorable attitudes are linked to higher performance.

Conclusion: The results support the integration of GeoGebra as an effective tool for enhancing Omani students’ attitudes towards learning geometry and for supporting better learning outcomes in basic education. The study recommends ongoing professional development for mathematics teachers in the pedagogically sound use of GeoGebra, as well as further research on attitudes in different mathematical domains and grade levels.